I’ve been getting a lot of questions about how I go about flipped learning for my Year 7 class since I blogged about it in a previous post. I teach my Year 7 class for English, Maths, Science, Geography and History and we use flipped learning in maths. Here are some misconceptions about flipped learning I’d like to address:
1. Flipped learning isn’t about making videos.
Flipped learning involves students watching instructional videos, but it doesn’t necessarily mean that the teacher has to make those videos. Many teachers don’t want to try flipped learning because they are concerned about the time it takes to create instructional videos. This is a valid concern as creating instructional videos do take up time. Personally I have created some maths instructional videos using OfficeMix but only when I don’t find suitable instructional videos that are already freely available online. There are so, so many instructional videos on the internet that it isn’t necessary for each individual teacher to create videos and re-invent the wheel. Some of my favourite sites for maths instructional videos are ABC Splash and BBC Bitesize.
Flipped learning is not about creating videos, but rather a change in pedagogy. Instead of the teacher spending class time on whole-class instruction, whole-class instruction is done via instructional videos with students viewing those videos individually in class or at home. This enables more class time to be dedicated to student collaboration and students gaining guidance from the teacher. It enables more personalised learning as it doesn’t force all students to listen to the same instructions regardless of whether they understand it or not, like traditional instruction. It also allows students to work at their own pace. If they have been absent from school, it’s OK. They haven’t missed out on the instruction because they can watch the video. Personally I find that it works the best in maths lessons because my Year 7 class has students who are working at a Year 9 level and students who are working at a Year 5 level. Flipped learning enables me as their teacher to better personalise and differentiate their learning. The photo below shows the set-up of one flipped maths lesson where I worked with a small group of students near the whiteboard while the rest of the class used instructional videos to move on to the next concept. Flipped learning frees students from doing the same thing at the same pace.
So don’t let the video creation scare you off from flipped learning. Use videos that are already out there.
2. You don’t have to do flip all the time.
Just like all other teaching strategies, flipped learning isn’t the most appropriate all of the time. For me, my class has 3 hours of maths a week (a two-hour block on Wednesday and a one-hour block on Friday). I use flipped learning in the two-hour lesson and use the one-hour lesson to do formative assessment activities.
3. There’s no one-size-fits-all.
I think the “proper” flipped learning approach is for students to watch the instructional videos at home. For my students, that wouldn’t work for a range of reasons so they watch the videos in class. Do what works for you and your students.
The key is to try it. Don’t let the video creation aspect scare you. Use videos that are already out there. Flip for a few lessons to start with and see how it goes.
Wonderful article. Thank you for sharing. Do your students also review websites and sections of books prior to lessons in combination with the videos, or is there a special significance with students only watching videos, from your experience? What are some of the exciting learning activities your students are able to engage in as a result of ‘freeing up’ class time?
Hi. Thanks for your comments. At the moment my students use the videos and their class textbook. So far this flipped learning approach enables students to work at their own pace and frees up my time to help individual students. For my class it isn’t about doing “more exciting” activities, it’s about getting personal guidance from the teacher and working with their peers.
Thanks. Getting personal guidance from the teacher and working with peers sounds very exciting and effective. Regards, Mark